i) Training Philosophy
The philosophy of the training program recognizes;
First, the importance of strong multidisciplinary partnerships to scientific discovery. This is particularly true in resource-constrained settings where efficiency and productivity are critical to achieving timely advances that can improve individual and public health.
Second, we recognize the importance of high-quality, practical research experiences which require strong mentorship, well-resourced infrastructure to support research, and well-articulated research questions that advance a specific scientific agenda.
Third, we recognize the importance of excellent grounding in the content area and methods of research, through strong coursework.
Finally, we believe that longitudinal, multidisciplinary career mentoring is an essential complement to these other elements in order to provide the trainee with the vision and other intangible strategic skills to advance a scientific agenda.
ii) Training Goals
The goals of the training program are to support trainees in their pursuit of degrees; to mentor them to successful presentation and publication of research findings in the peer-reviewed literature; and to prepare them for high-impact careers as key contributors to multidisciplinary research teams in translational research related to TB and other pulmonary complications of HIV/AIDS.
iii) Translational Research
|Disease Mechanisms||Clinical Efficacy||Clinical Effectiveness||Public Health Impact|
|Basic-Translational Science Track||Clinical -Translational Science Track||Implementation Science Track||Evidence Synthesis for Health Policy Track|
i) Basic-Translational Science Track
Trainees pursuing this track will identify a mentor with an active research laboratory focused on mechanisms of TB or other pulmonary complications of HIV and coursework strong in the basic sciences.
ii) Clinical -Translational Science Track
Trainees pursuing this track will identify a mentor with an active clinical research program, focused on carrying out observational studies or evaluating the accuracy of novel diagnostics or the clinical efficacy of novel interventions.
iii) Implementation Science Track
Trainees pursuing this track will identify a mentor with an active implementation research program, focused on engaging stakeholders and using mixed methods to prepare for novel patient or provider behavior change interventions.
iv) Evidence Synthesis for Health Policy Track
Trainees pursuing this track will identify a mentor with experience in systematic reviews or mathematical modeling and apply these methods to an important policy question in TB and other pulmonary complications of HIV.
Regardless of the training pathway and educational program chosen, all trainees will build develop their research careers through a combination of didactics, mentored research, and career planning.
State of the art knowledge of the content area is a prerequisite to finding answers to research questions that matter to others, especially in the fast moving field of HIV/AIDS.
A strong foundation of research methods allows the trainee to design studies that can answer those questions accurately and efficiently, so that the research will be credible.
Therefore, all trainees will be encouraged to select degree or non-degree conferring coursework that complements their proposed areas of research.
ii) Mentored Research
Identifying a dedicated and experienced research mentor is the best way for a trainee to accelerate his or her growth as a researcher. A good mentor should provide the resources and infrastructure for a new investigator to carry out his or her research, which should in turn accelerate the mentor’s efforts to increase knowledge in a focused research area. This complementary, mutually beneficial relationship maximizes the efficiency of the interaction for trainee and mentor, and is among the best guarantors of a successful training experience.
Trainees are encouraged to identify a research mentor and a potential project that can be nested into the mentor’s research program prior to applying for a fellowship. A broad but not exhaustive list of potential mentors is available on the faculty tab of the website.
iii) Career Planning
Establishing specific, well-articulated career goals is essential to the program’s goal of training well differentiated scientists who can strengthen multidisciplinary translational research teams either by filling a specialized need.
In addition to the primary research mentor, all trainees will identify at least two other faculty to serve as members of the individual research advisory committee, ideally individuals with complementary content or methodological experience in areas relevant to the training program. At least one of the three should be from the Fogarty program faculty, while the others may be other well-qualified individuals.
Trainees may apply for training that they will purse while continuing in their current jobs or as full time students. Full-time students will receive a living stipend. All trainees will be provided with a laptop and software, as well as a budget for books and travel to scientific conferences. Unfortunately, research experiences cannot be directly supported by the current program.